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History and Education

Engaging the Global Class War


Curry Stephenson Malott

History and Education is a text that engages the history of the global class war, from the United States to the former Soviet Union, from the People’s Republic of China to the Democratic People’s Republic of Korea, in order to contribute to the development of communist pedagogy. Central to this communist pedagogy is the struggle for Native American sovereignty and for the self-determination of oppressed nations within the U.S. Pedagogical theory is mobilized to highlight the centrality of seizing state power in the movement for transforming capitalist production relations and bourgeois society into socialist relations and a communist form of society premised on the self-determination of racial, ethnic, and linguistic minorities. In the process History and Education challenges both the white chauvinism of pure proletarian communists as well as the anti-communism that, for decades, has dominated the Left in general, and the educational Left in particular, especially in the U.S. The book contributes to the current resurgence in the popularity and appeal of socialism as an achievable and necessary internationalist, solidarity-based alternative to capitalism.
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Chapter 5: Communist Pedagogy: Centering Marx’s General Law of Capitalist Accumulation


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Centering Marx’s General Law of Capitalist Accumulation

In this chapter, I turn to Marx’s insights on capitalist accumulation, his theory of becoming, and his writing on the necessity of the planned economy. This chapter, then, returns us explicitly back to the U.S. context, detailing the causes of the crises of capitalism and how we can—through the Party-form—overthrow capitalism and institute socialism. This chapter contributes to Marxist educational theory not by doing the important work of summarizing and building upon the contemporary body of existing Marxist pedagogy, but by offering a systematic analysis of Marx’s (1867/1967) General Law of Capitalist Accumulation, as outlined in chapter 25 of the first volume of Capital. Underscoring this analysis is the beginning of a systematic examination of the second volume of Capital, which takes the circuit of capital as a whole as its object of examination. This unique focus pushes the Marxist revolutionary pedagogy advanced here, as we will see, toward the unnecessarily controversial concept of the planned economy. The form such a Marxist pedagogy takes is necessarily the Party, a conclusion, which follows the work and practice of Derek Ford (2013; 2015; forthcoming).

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